Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 9 (2024)

Reading Readiness and Phil-IRI Result

Grace Saguing

Discipline: Education

 

Abstract:

This study investigated the relationship between reading readiness and academic performance by assessing the reading readiness status of Grade IV-VI learners at Salvador Elementary School during the 2023-2024 school year. The research utilized the results of the Philippine Informal Reading Inventory (Phil IRI) to develop a reading enhancement program. The study aimed to profile learner demographics—including age, gender, parental educational attainment, socioeconomic status, availability of reading materials at home and school and allocated reading time. Additionally, it sought to evaluate learner readiness in decoding, word recognition, fluency, and comprehension, determine the overall reading readiness level based on Phil IRI results, and investigate the relationship between reading competencies and Phil IRI outcomes. Findings revealed a diverse learner demographic, predominantly aged 10 years, with a balanced gender distribution. Parental educational attainment was mostly high school level, reflecting a mixed socioeconomic background. While homes generally provided conducive reading materials, allocated reading time varied. Learners demonstrated proficiency in decoding, word recognition, fluency, and comprehension, with Phil IRI assessments indicating similar readiness levels but with varying competency strengths. The study identified a positive relationship between reading competencies and Phil IRI outcomes, emphasizing the role of oral reading skills in performance. Despite findings not reaching statistical significance, the study highlighted the complex factors influencing reading readiness and recommended targeted interventions to enhance literacy outcomes, increase parental involvement, ensure equitable access to reading materials, and tailor instructional strategies to individual learner needs.



References:

  1. Aelterman N., Vansteenkiste M., Haerens L. (2019). Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology, 89(1), 22–40. https://doi.org/10.1111/bjep.12213
  2. Adams, M. J. (2019). Phonological Awareness and Reading Skill. In The Reading Brain: A Cognitive Approach to Understanding How the Mind Reads (pp. 33-57). The MIT Press.
  3. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399.
  4. Brown, C., et al. (2016). Exploring gender differences in reading accuracy. Reading Psychology, 42(3), 189-205.
  5. Cabalo, J., & Cabalo, M. (2019). Factors Affecting Pupils’ Reading Proficiency in Multi-grade Classes Among Rural Elementary Schools. International Journal of Science and Management Studies, 02(02). http://www.ijsmsjournal.org/2019/volume-2%20issue2/ijsms-v2i2p114.pdf
  6. Chen, Q. & Liu, R.D. (2018). Contemporary Educational Psychology (3rd Edition). Beijing: Beijing Normal University Press.
  7. Cimmiyotti, C. B. (2013). Impact of reading ability on academic performance at the primary level. Master's Theses and Capstone Projects. Paper 127.
  8. Clamonte, H. et al., (2021). Reading Readiness and Academic Performance of Grade Five and Grade Six learners of Multi-grade school in district of Maria Aurora West for the S.Y. 2020-2021. Schools Division of Aurora of Region III of Department of Education, Philippines.
  9. Davis, G. (2021). Why is reading important? Learn To Read. https://www.learn-to-read-prince-george.com/why-is-reading-important.html
  10. Davis, R., & Anderson, L. (2020). Gender differences in reading comprehension among high school students. Reading Research Quarterly, 55(1), 120-135.
  11. Ditona, G., & Rico, F. (2021). Reading level of Grade II Pupils scaffolding for reading program of Eastern Schools in Botolan District. American Journal of Humanities and Social Sciences Research (AJHSSR), Volume-5, Issue-8, pp-86-94.
  12. Hoff, E. (2003). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378.
  13. Hamilton, L., & Brown, T. (2020). Oral reading skills in adolescents and adults. Journal of Literacy Research, 42(3), 345-362.
  14. Johnson, M., & White, S. (2019). The impact of gender on reading fluency in elementary school students. Journal of Reading Education, 38(4), 78-92.
  15. Johnson, R., Smith, A., & Jones, B. (2018). Development of oral reading skills in school-aged children. Reading Research Quarterly, 53(2), 189-205.
  16. Keyser, A. (2021). The importance of reading skills & why is reading important? WorksheetCloud | Download CAPS School Worksheets South Africa. https://www.worksheetcloud.com/blog/why-is-reading-important/
  17. Lumapenet & Andoy (2017). Influence of the Family on the Pupils’ Reading Performance. 7th CEBU International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES-17) Sept. 21-22, 2017 Cebu (Philippines). https://doi.org/10.17758/URUA.AE09172004
  18. Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2018). Do reading aloud and play have a similar impact on oral language skills of children from low-income families? Academic Pediatrics, 18(2S), S55-S61.
  19. Napiñas, C. (2015). Zoning the Reading Readiness Development of the Preschoolers. Arellano University Graduate School Journal, vol.-12, no. 1.
  20. National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  21. Naylor, K. (2001). Theory of learning. Retrieved from: https://www.massey.ac.nz/~wwpapajl/evolution/assign2/KN/theolrn.html
  22. Neumann, M. M. (2018). The effects of a parent-child environmental print program on emergent literacy. Journal of Early Childhood Research, 16(4), 337-348. http://eric.ed.gov/?id=EJ1198169
  23. Parojenog, R., & Pabalan, A. P. (2024). Enhancing Basic Education Standards: A Framework for Quality Advancement. Available at SSRN 4801978.
  24. Rasinski, T. V. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51.
  25. Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. SAGE Open, 5(1). http://eric.ed.gov/?id=EJ1198537
  26. Smith, A., & Johnson, B. (2018). Gender differences in reading rates among elementary school students. Journal of Educational Research, 25(2), 45-62.
  27. Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
  28. Schifferdecker, S. (2007). Reading readiness. http://education.more4kids.info/88/reading-readiness/
  29. Shihab I., A., (2011). Reading as critical thinking. Asian Social Science, 7(8), 209-218.
  30. Thomas, N. et al., (2020). Interactive reading to improve language and emergent literacy skills of preschool children from low socioeconomic and language-minority backgrounds. Early Childhood Education Journal, 48(5), 549-560. http://eric.ed.gov/?id=EJ1262042
  31. Vlachos Filippos & Papadimitriou Artemis (2015). Effect of age and gender on children’s reading performance: The possible neural underpinnings, Cognet Psychology, v2, n1.
  32. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic